Collaborative Learning

TEACHER RESPONSIBILITY Focused Instruction Guided Instruction “ “ I do it ” We do it ” Collaborative Independent “ You do it together ” “ You do it alone ” STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008

Comprehension and Collaboration

1. Prepare for and participate in collaborations with diverse partners, building on each others ’ ideas and expressing their own clearly and persuasively .

• • • •

K-2 Features

Following the rules of discussion Moving from participation to turn taking Sustaining discussion through questioning Adult support

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3-5 Features

Preparation for discussion Yielding and gaining the floor Posing and responding to questions From explaining own ideas to explaining the ideas of others

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6-8 Features

Using evidence to probe and reflect Collegial discussions include goals and deadlines Questions connect ideas from several speakers Acknowledge new information

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9-10 Features

Use prepared research in discussion Voting, consensus, and decision making Ensure hearing full range of opinions or options Summarize and synthesize points of disagreement

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11-12 Features

Civil, democratic discussions Questions probe reasoning and evidence Resolving contradictions Determine what additional info is needed

Talk occurs on grade level topics , texts , and issues .

The

teacher

designs

meaningful experiences

and

outcomes

aligned with the established purpose.

I NDI CAT ORS

Complexity of task: The task i s a

novel application of a grade-level appropriate concept and is designed so that the outcome i s not guaranteed (a chance for productive fail ure exists).

Joint attention to tasks or mater ials:

Students are interacting wi th one another to build each other’s knowledge. Outward indicator s include body language and movement associated wi th meaningful conver sations, and shar ed visual gaze on mater ial s.

Argumentation not arguing: Student

use accountabl e talk to per suade, provide evidence, ask questions of one another, and disagree without being disagreeabl e.

Language support: Written

teacher , and peer supports availabl e to boost academi c language usage.

,

verbal, are

Teacher role: What is the teacher

doing while productive group wor k is occur r i ng?

Grouping: Smal l groups of 2-5

students are purposefull y constructed to maximi ze individual strengths without magnifying areas of needs (heterogeneous grouping).

I ndicator s of Success - Productive Group Work DRAF T 4-Exemplary

Task reflects purpose and what was modeled. The task allows students an

3-Applying

Tasks provide multiple, clear opportunities for students to apply

2-Approaching

The task is somewhat reflective of the purpose of the lesson, but there opportunity to use a variety of resources to creatively apply their knowledge of what was modeled. Students have an opportunity to and extend what was modeled. Students have an opportunity to use a variety of resources to creatively apply their knowledge is little opportunity for student experimentation or innovation. experiment with concepts. Students ask critical questions of each other, developing and forming personal opinions and conclusions. They are able to evaluate and synthesize information, as well as independently use a variety of resources to acquire new or unknown information. of what was modeled. Body language, visual gaze, and language interactions provide evidence of joint attention to the task or materials by all members of the group. Students can explain their contributions and the contributions of other group members. Body language, visual gaze, and language interactions provide some evidence of mutual attention to the task or materials by most members. Students are not holding each other accountable for purposeful contributions. Students reach a better understanding or consensus based on evidence and opinions provided by others. Students hold each member of the group accountable by using questioning strategies and evidence to persuade or disagree. The conversation is respectful and courteous. Sentence frames are differentiated based on students’ proficiency and need. A wide range of frames are available for students and students use the frames independently in academic language and writing. Teacher modeling includes the use of frames as well as academic vocabulary and high expectations for language production. Teacher is purposeful in scaffolding using prompts, cues and questions and checks for understanding regularly. Evidence collected during this time is used to plan further instruction. Groups are flexible and change based on students’ proficiency, academic need, and/or content area. Productive group work occurs throughout the day. Students ask for and offer evidence to support claims. However, members continue to maintain initial beliefs or positions about a topic without considering the arguments of others. The conversation is generally respectful but some members may not participate. Students use one or two sentence frames from the variety that are available in a structured setting. A set of target vocabulary is available and used. Teachers model the use of frames. Students are encouraged to use the language support in guided instruction and productive group work. Some scaffolding and checking for understanding occurs but there are delays in corrections or changes to the instruction. There is a link to further instruction. Purposeful heterogeneous grouping occurs which are fluid in response to students’ proficiency. There is a process in place for accountable talk. However, student dialogue is limited and there are minimal efforts to support the product. The conversation is generally respectful, but is often dominated by one member of the group or veers of-topic. Academic language related to the concept/standard is present. A frame may be provided. The teacher models at least once using target vocabulary or language frame. Students are encouraged to attempt using target vocabulary without opportunities for guided practice. Scaffolding or checking for understand occurs but is not used to plan further instruction. Some heterogeneous grouping occurs, but homogeneous grouping practices dominate. Decisions based on assessment are not apparent.

1-Limited

Task is an exact replication of what was modeled, with little or no opportunity for student experimentation with concepts. Students divide up the task so that they can work, then meet near end to assemble components. Body language, visual gaze, and lack of language interactions provide evidence of independent work occurring within the group. No clear process is in place to facilitate accountable talk. Lack of structure is evidence as students are off-task, in conflict, and/or are unable to complete product. Vocabulary is posted but its use is not modeled. Students are simply told to use words. Language frames are not provided. Teacher manages, but does not interact with groups to scaffold conceptual knowledge. Grouping practices are solely homogeneous and are done primarily for scheduling convenience.

Quality Indicator #1 Complexity of Task:

The task is a

novel application

of a

grade-level appropriate concept

and is designed so that the outcome is not guaranteed (a chance for

productive failure

exists).

Quality Indicator #2 Joint attention to tasks or materials

Students are

interacting

with one another to build each other

’

s knowledge. Outward indicators include

body language

and

movement

associated with meaningful conversations, and

shared visual gaze

on materials.

Quality Indicator #3 Argumentation not arguing:

Student use

accountable talk

persuade, provide evidence, ask to questions of one another, and

disagree

without being

disagreeable

.

Quality Indicator #4 Language support:

Written

,

verbal, teacher

, and

peer supports

are available to boost

academic language

usage.

Quality Indicator #5

Grouping:

Small groups of

2-5 students

are

purposefully

constructed to maximize individual strengths without magnifying areas of needs (

heterogeneous grouping

).

Quality Indicator #6 Teacher role:

What is the teacher

doing

while productive group work is

occurring

?

Students work together using academic language to discover information.

Group Work

Which Is It?

• • • • •

Interaction Academic language practice and development

Clarifying beliefs, values, or ideas Goal is sharing, not solving No accountability or group accountability

• • • • •

Productive Group Work

Interaction Academic language practice and development

Consolidating understanding using argumentation Goal is resolving problems, reaching consensus, or identifying solutions Individual accountability

Group Work Examples

Busy Bee TTYPA Think-Pair-Square Carousel Novel Ideas Only Opinion Stations Others?

Productive Group Work Examples

• Conversation Roundtable • Numbered Heads Together • Book clubs • Jigsaw • Walking Review • Collaborative Poster • ReQuest

Getting Started with Collaborative Learning

Thank you!